An 'evidence sandwich' is a framework for helping students ...



Preparing to Write the Industrialization Essay - Developing "Evidence Sandwiches(

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| |The "evidence sandwich" to the left is a structure to help you write about |

| |the evidence you will use to support your argument in your essay on |

| |Industrialization in England. The sandwiches can then be used in your essay|

| |to support your response to the question, “Were the gains of the Industrial |

| |Revolution in England from 1780 – 1850 worth the pain that was caused, |

| |particularly to the working people of the country?” |

| | |

| |Use the practice documents and the evidence charts on the following pages to|

| |develop evidence sandwiches. An evidence sandwich fom the first practice |

| |document is provided as one possible way to make the "sandwich.'" Examine |

| |the model and then complete the following activity. |

| | |

| | |

| |Note: To use the "sandwich" idea with your charts note that the for the |

| |chart the |

| |Intro column and column 1 represent the top slice of bread. |

| |Column 3 represents the "meat of cheese" |

| |Column 4 represents the bottom slice of bread. |

| | |

Part I – Preparing an “Evidence Sandwich”

For each of the following documents complete the document analysis chart that follow. Practice Document #1 is already completed as a possible model for you to use.

Practice Document #1 – Railroads in England

Within 20 years, Britain had no less than 6,000 miles of railway, speeding the movement of raw materials and finished goods and opening up the country. And there was another, major spin-off.

The very act of building a railway sent industrial production soaring - making the rails themselves, the locomotives and rolling stock, bridges and tunnels and the building infrastructure, gave established construction and engineering industries a major shot in the arm and brought many others into existence.

As the rails fanned out across the country, there was plenty of work for everyone, and when home demand eased off, the rest of the world clamoured for Britain's expertise and engineering skills.

In the Manchester region, locomotive-manufacturing works sprang up at Gorton, Newton Heath, Longsight and Earlestown, near Warrington.

By the middle of the century, in Manchester and Salford alone, nearly 6,000 men were making engines and boilers, with perhaps as many again in surrounding towns. The railway that had been built to support the textile industry had become a major industry in its own right.

cottontimes.co.uk

by Doug Peacock – a current resident of Lancashire England

2007

Practice Document #2 – Testimony regarding working conditions for women and children

Mrs. Smith: "I have three children working in Wilson's mill; one 11, one 13, and the other 14. They work regular hours there. We don't complain. If they go to drop the hours, I don't know what poor people will do. We have hard work to live as it is. ...My husband is of the same mind about it...last summer my husband was 6 weeks ill; we pledged almost all our things to live; the things are not all out of pawn yet. ...We complain of nothing but short wages...My children have been in the mill three years. I have no complaint to make of their being beaten...I would rather they were beaten than fined."

[Source; Factory Inquiry Commission, Great Britain, Parliamentary Papers, 1833. Found in Hellerstein, Hume & Offen, Victorian Women: A Documentary Accounts of Women's Lives in Nineteenth-Century England, France and the United States, Stanford University Press]

Practice Document #3 - Information on Leisure Time during the Industrial Revolution

Of course, the railways made travel easier, too: as early as 1841, Thomas Cook organised his first holiday tour - a day trip from Leicester to Loughborough. Before the end of the century, many millworkers were saving to take annual holidays and resorts like Blackpool grew up to cater for them. Each cotton town had its own "Wakes", or holiday week, and these were staggered over the summer so that the resorts were not swamped by trippers.

cottontimes.co.uk

by Doug Peacock – a current resident of Lancashire England

2007

Practice Document #4 - 1844 Factory Act

B.W, Cooke-Taylor, the author of The Factory System (1844) was also an inspector of factories. In his book he explains some of the Factory Acts passed by Parliament during the 19th century.

The Factory Act of 1844 is an extremely important one in the history of family legislation. The Act reduced the hours of work for children between eight and thirteen to six and a half a day, either in the morning or afternoon, no child being allowed to work in both on the same day, except on alternate days, and then only for ten hours. Young persons and women (now included for the first time) were to have the same hours. i.e not more than twelve for the first five days of the week (with one and a half out for meals), and nine on Saturday.

The factory was to be thoroughly washed with lime every fourteen months. ..Certificates of school attendance were to be obtained in the case of children.

The Factory System (1844) by Cooke-Taylor

|Primary Source Title, Author, and Year |1. General description of what the |2. Does this source support, or not |3. Quote from the text that provides|4. Analysis and commentary |

|Written/Spoken: |quotation means or says, or what |support, the argument in |evidence that the pain was or was not|Sample sentence starters include: |

| |happened in your words? |Industrialization the pain was worth |worth the gain. |What this example demonstrates is... |

| | |the gain? Explain | |This quotation illustrates... |

| | | | |This speaker/writer suggests... |

|#1 |The author is saying that building |It suggests that the pain was worth | “As the rails fanned out across the |This writer suggests that a positive outcome |

|“Cotton Times: Understanding the |railroads gave many people jobs. |the gain because many people became |country, there was plenty of work for|of industrialization was that many people |

|Industrial Revolution” by Doug Peacock | |employed. |everyone…” |were employed and making money. |

| | | | | |

| | | | | |

Possible evidence sandwich:

Doug Peacock, a current resident of Lanashire England has a website cottontimes.co.uk on understanding the Industrial Revolution. On the website he writes about how railroad building in England gave many people jobs. He writes, “As the rails fanned out across the country, there was plenty of work for everyone…” This quote suggests that the writer would argue that the gains from industrialization were worth the pain it caused. (I believe the pain’s from the industrialization were not worth the gain and will have to counter this piece of evidence in my essay.)

To Do: On the next two pages complete the chart and write an evidence sandwich for practice documents 2-4.

|Primary Source Title, Author, and Year |1. General description of what the |2. Does this source support, or not |3. Quote from the text that provides|4. Analysis and commentary |

|Written/Spoken: |quotation means or says, or what |support, the argument in |evidence that the pain was or was not|Sample sentence starters include: |

| |happened in your words? |Industrialization the pain was worth |worth the gain. |What this example demonstrates is... |

| | |the gain? Explain | |This quotation illustrates... |

| | | | |This speaker/writer suggests... |

|Practice doc #2: | | | | |

|Practice doc #3: | | | | |

|Practice doc #4: | | | | |

|Practice Doc |Evidence Sandwich |

|#2 | |

|#3 | |

|#4 | |

( An "evidence sandwich" is a framework for helping students link their understanding of historical evidence to the development of the ability to write structured, written argument, Rob Phillips, Reflective Teaching of History, Continuum, 2002, pages 76 & 108.

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Followed by

(How does it connect to the essay question?)

(How does it connect to the argument you are making?)

What does the quote mean?

Bottom slice of bread-

The meat or cheese -

A piece of evidence

(brief quotation or paraphrase)

Top slice of bread -

Introduction to the evidence

Who is being quoted or paraphrased?

What is the evidence going to discuss?

Followed by

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